To benefit from the process of e-Learning, students need 21st century skills to support them to select and process useful and reliable information from varying sources for learning, as well as to communicate and collaborate with their peers to complete tasks and share outcomes (Hoffman 2010 Rotherham and Willingham 2009). E-Learning, which refers to the use of ICT for learning purposes, becomes an important area of emphasis in school education (Chan 2010 Condie and Munro 2007). The advent of information and communication technology (ICT) in the recent decades drives the school education sector to strive for integrating ICT into curriculum delivery across different subject domains. Five implications with regard to e-Learning policies are further made in order to provide a point of references for other cities/regions to develop future e-Learning policies for school education in the 21st century. It is identified that each of the four major Asian cities/regions has its own area of emphasis in the planning of future e-Learning policies, with Singapore focusing on scaling up good practices of e-Learning among teacher community Hong Kong focusing on creating digital classrooms supported by wireless networking for student-centered learning Taiwan focusing on cultivating students with 21st century skills through daily subject teaching and Beijing focusing on providing digital resources and e-textbooks geared to school curricula. This article aims to review experiences and then draw lessons of these four major Asian cities/regions in the development of e-Learning policies on the dimensions of infrastructure, curriculum integration, students learning, teacher professional development, as well as leadership and capacity building.

The acceleration of e-Learning around the world has driven the major cities/regions in the Asia–Pacific region such as Singapore, Hong Kong, Taiwan, and Beijing to plan and implement official policies on e-Learning for enhancing the quality of school education.

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